教案---Unit 7Topic 2Cooking is fun

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1、Topic 2 Cooking is fun! Section A Section A needs 1 period. Section A需用1課時。 The main activities are 1a and 2a. 本課重點活動是1a和2a。 Ⅰ.Aims and demands 目標要求 1. (1)Learn adverbs of manner: finely, lightly, immediately (2)Learn other new words and phrases: cut, oil, add, cooker, pork, cut up, ham,

2、 noodle, bowl, advantage, cheap 2. Know the ways to cook Chinese food: First, cut some cooked meat very finely. Next, you need to put some oil in the pan. Then fry the meat lightly. You need to add the rice slowly. Finally, add some salt. 3. Talk about sequences: First … Second … Next … Th

3、en … After that … Finally … 4. Learn object clauses with “whether”: But I’m not sure whether I can cook it well. Ⅱ.Teaching aids教具 錄音機/圖片/彩筆/小黑板(幻燈片) Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間：7分鐘) 復習食品名稱，呈現(xiàn)本課的目標語言。 1. (出示邁克爾關于美食節(jié)的海報，復習食品名稱。) T: Let’s look at the post

4、er that Michael made for the food festival. Can you speak out these foods on it? S1: Yes. There are Italian pizza and American chocolate cookies. S2: Greek cheese pies, Indian curries … T: Pretty well! Most of them are western foods. We can ask them to cook some Chinese food. Can you cook

5、some Chinese food? Then what can you cook? (學生任意回答。) S3: Yes. I can cook fried rice. S4: I can cook dumplings. S5: I can cook porridge. … T: You are great. Then can you tell me the ways to cook porridge? 2. (學生可能不能熟練地用英語講述，教師可以讓學生分組討論，教師給予一些提示詞，然后再選幾名學生匯報，呈現(xiàn)本課的目標語言。) T: Maybe

6、you can’t tell me now. Never mind. I’ll give you some key words. Then you can discuss in groups. After that, I’ll ask some students to report the results of their discussions. Please look at the blackboard carefully. (教師出示小黑板或幻燈片。要求學生掌握add；用圖片教學要求學生理解單詞pot。) First, put some water in the pot Sec

7、ond, boil water Next, wash rice Then, add rice Finally, cook (選幾名學生匯報討論結果，鼓勵發(fā)言好的學生。) T: Well done! When we cook porridge, we must cook very carefully. We also need to add the rice slowly. (板書畫線句子。) We must cook very carefully. We also need to add the rice slowly. (用彩筆畫出carefully和slo

8、wly，并解釋其用法。) Step 2 Presentation 第二步 呈現(xiàn)(時間: 6分鐘) 利用圖片教學新單詞，呈現(xiàn)本課1a，完成1b。 1. (教學新單詞。) T: Porridge is nice. But if we want to cook nicer food, we may use more materials and cookers. Now let’s learn some new materials and cookers. (出示關于廚具和食物原材料的圖片教學新單詞，并板書。并要求學生掌握：oil, cooker, pork, ham, noodle

9、, bowl；理解：pan, onion。) oil n.油 pan n.平底鍋 cooker n.炊具 pork n.豬肉 ham n.火腿 onion n.洋蔥(頭) noodle n.面條 bowl n.碗，盒 (領讀單詞后，找學生匹配圖片與單詞，鞏固新單詞。) T: Repeat the new words. Then match the words with the pictures. Make sure you understand the words. 2. (呈現(xiàn)本課1a。) (聽錄音1a，并讓學生回答問題，核對答案。) T: Suppos

10、e Kangkang has these materials and cookers. What will Kangkang cook? Do you want to know? Please listen to 1a and answer this question. 3. (讓學生閱讀對話，猜測生詞詞義。) T: Good. Read the conversation carefully and guess the meanings of the new words. (板書并教學新單詞及方式副詞的構成和用法。并要求學生掌握cut；理解：finely, fry, lightly。

11、) careful+ly→carefully cook … carefully fine+ly→finely cut … finely light+ly→lightly fry … lightly slow+ly→slowly add … slowly Step 3 Consolidation 第三步 鞏固(時間: 11分鐘) 鞏固1a, 完成1b。 1. (再次閱讀1a對話，注意做炒飯的步驟。) T: Read 1a again and pay attention to the process of cooking fried rice. (分角色表演對話。) T:

12、Boys act as Kangkang and girls act as Mother. Please act out the dialog. (表演結束后，找兩名學生表演做炒飯的步驟。一個表演做炒飯的動作，另一個根據(jù)表演用英語描述。注意表演方式副詞如finely, lightly, slowly時，動作要到位。) 2. (根據(jù)1a復述做炒飯的步驟，完成1b。) T: Let’s retell the steps of making fried rice according to 1a. Then finish 1b. (找學生回答，并核對答案，完成1b。) Step 4

13、 Practice 第四步 練習(時間: 15分鐘) 完成2a，2b和3。 1. (組織學生完成2a和2b。) T: We’ve learned how to cook fried rice. Would you like to learn how to cook a bowl of noodles? SS: Yes. (引導學生列出所需材料。) T: OK! What do we need to cook a bowl of noodles? S1: We need some water, some noodles … (板書) materia

14、ls: water, noodles, pork bones, ham, cabbage, green onions (組織學生小組討論如何煮面條，然后匯報討論結果。) T: We have got the materials. Who can tell me how to cook it? Please have a discussion in groups. (糾正一些順序上的錯誤，表揚表現(xiàn)好的學生。) T: Pretty well. Now please turn to Page 62, read 2a and try to guess the meanings of

15、 the new words. (教師板書并解釋生詞，領讀幾遍。) (板書并要求學生掌握：cut up, immediately。) cut up 切碎，剁碎 immediately adv.立即 (再讀2a，教師板書關鍵詞，學生完成2b。) T: Read 2a again. I’ll show you the key words on the blackboard. Then finish 2b. First—put—boil—add Second—cut up Next—cook Then—put—immediately After that—fil

16、l—slowly Finally—add—lightly (讓學生根據(jù)板書關鍵詞和2b中的圖片，描述如何煮面條。) T: Good. Now, I’ll ask some students to tell me how to cook noodles without looking at your books. You can look at the key words and the pictures in 2b. Who will try? S2: … T: Well done! 2. (提問學生西方有哪些快餐食品，導入3。) T: We have learn

17、ed how to cook fried rice and noodles. Now let’s talk about western fast food. When we talk about western fast food, we mean … SS: Hamburgers, hot dogs, chips … (引導學生做好聽力的準備。播放錄音3。) T: Good! Please go through 3 and try to guess the meanings of the new words. Listen to 3 and give me the righ

18、t answers. (板書生詞，并領讀。要求學生掌握advantage和cheap。) advantage n.優(yōu)點；好處 cheap adj.便宜的 (核對答案。) T: Who can give me the answers? S3: … S4: … … (表揚發(fā)言的學生。) T: Well done! T: Do you often go to the fast food restaurant? S5: Yes. T: What do you think of the food there? S6: It’

19、s served fast. T: Is it delicious? S7: Yes. / No. T: Is it good for our health? S8: Yes. / No. T: I think we shouldn’t eat too much fast food. It’s bad for our health. We should try to cook at home. Step 5 Project 第五步 綜合探究活動(時間: 6分鐘) 進一步探究怎樣用英語談論“如何做飯菜”。 1. (要求學生分組討論自己最喜歡的飯菜以及制作步驟，然后

20、記錄下來，接著向全班學生匯報。) T: Do you want to cook by yourselves? Please discuss in groups of five and try to write down how to cook your favorite food, and then report it to us. You can do it like this. (板書) Materials: … How to cook: First, … Next, … Then, … After that, ... Finally, … (讓學生準備2分鐘。挑

21、選一組學生向全班匯報，并給予鼓勵。) T: Excellent! / Great! I’ll try it, too. 2. Homework: (1)(讓學生運用本節(jié)課所學知識，為父母做一道可口的飯菜。) T: In this lesson we’ve learned how to cook porridge, fried rice and noodles. Please cook one of them for your parents. (2)預習Section B。 Section B Section B needs 1 or 2 periods. Section B需用

22、1~2課時。 The main activities are 1a and 2a. 本課重點活動是1a和2a。 Ⅰ.Aims and demands 目標要求 1. Learn some new words: butter, pear, piece, polite, spoon, fork, chopstick 2. Go on learning object clauses with “if / whether”: Can you tell me if it’s polite to eat with your arms or elbows on the table in A

23、merica? Do you know whether they use knives? I don’t know if there’s any need for knives, forks or chopsticks. 3. Learn the comparative and superlative degrees of monosyllabic adverbs: Wow, Michael did best of all. Jane works harder. 4. Social communications. (1) Asking for permission: Would

24、 you mind if we learn to make it from you? (2) Having meals: Help yourself to some soup. Ⅱ.Teaching aids 教具 錄音機/圖片/小黑板/彩筆 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間: 4分鐘) 復習Section A中的1a和2a，導入新課。 (檢查作業(yè)，檢查學生對知識的掌握情況。) T: Let’s check your homework. Who can tell me how to ma

25、ke a meal for your parents? (學生講述，教師板書。) First, … Next, … Then, … After that, ... Finally, … T: Very good! Can you tell me how to make noodles? (選一名學生陳述步驟并表演動作。提醒他/她動作表演要到位，體現(xiàn)carefully, finely, slowly, lightly, 復習副詞的構成和用法。) T: Well done! Yesterday I asked you to cook some food for your paren

26、ts. You did very well and your parents must be very happy, yes? Ss: Yes. T: Did you enjoy it? Ss: Yes. T: Today we will learn how to make a kind of snack, sandwich. Step 2 Presentation 第二步 呈現(xiàn)(時間: 13分鐘) 呈現(xiàn)本課1a，完成1b。 1.(呈現(xiàn)1a。出示面包、黃油、梨等的圖片，引出本課的目標語言。) T: Let’s learn how to make a sandwich wi

27、th butter, honey and a pear. (引起學生注意的同時，教師邊用圖片演示制作三明治的過程邊講解。) (出示寫有目標語言的小黑板。) First, take two pieces of bread and spread butter on them. Next, cut a pear into small pieces. Then put them on the bread. After that, pour some honey over the pear. Finally, put the pieces of bread together. (再演示講解

28、一遍，然后讓學生試著用目標語言講述。) (教師板書新詞。領讀并要求學生掌握：butter, pear, piece；理解snack和pour。) snack n.小吃 butter n.黃油，奶油 pear n.梨 piece n.一塊 pour v.倒出 (讓學生根據(jù)圖片復述制作點心的步驟。) T: Good, it’s easy. Once again, look carefully and then I’ll ask some students to retell it. (教師出示圖片演示，學生一個接一個地按步驟講述。) S1: … S2: … … (引出下一步

29、。) T: Well done! S1, Would you mind telling me again how to make a sandwich? Just now I didn’t hear clearly. (板書) Would you mind telling me again how to make a sandwich? (教師解釋句子意思。) S1: Of course not. First, … Next, … Then, … After that, … Finally, … T: Good. Thank you! Do you want to know wha

30、t’s Michael’s favorite snack? Please listen to 1a and answer it. (播放完1a錄音后，學生回答問題。) Ss: His favorite snack is a sandwich with butter, honey and a pear. 2. (讀1a，先大聲齊讀后分角色朗讀。) T: Great! Now, please read 1a together and then in roles. 3. (再讀1a兩分鐘，然后讓三個學生復述，同時完成1b。) T: OK! Please read 1a freely fo

31、r two minutes again. Then I’ll ask some students to retell the process of making a sandwich. (學生復述后，給予適當?shù)脑u價。) Step 3 Consolidation 第三步 鞏固(時間: 6分鐘) 鞏固本課1a，練習1c。 1. (讓學生鞏固1a。) T: Please work in groups of three and practice 1a. I will ask some students to act it out in the front of the classroom

32、. (操練兩分鐘后，讓三組學生到前面表演，然后用well, better, best進行鼓勵性點評，讓學生感知并體驗其含義。) 2. (分組活動。) (把學生分為三組，每個小組描述出最喜歡的食物的制作過程，然后每組推薦學生輪流到前面演示?？梢匝菔疽褜W過的內容，并加以評價，引出副詞比較等級。) T: Now I’ll divide the class into three groups. The students in each group should describe the process of making your favorite food. Then I’ll choose

33、 some students to act it out in front of the class. Which group wants a try first? G1: … G2: … G3: … T: Pretty well. Just now we watched them. Now let’s decide which group did better and which group did best. S3: Group3 did best. S4: Group2 did better than Group 1. … T: OK. Group 1 is not th

34、e best, but they did very well. (板書句子中的畫線部分。) did very well did better than … did best 3. (教師解釋副詞比較級的用法并出示圖片，學生用副詞比較級造句。完成1c。) T: These sentences are about comparative and superlative forms of adverbs. Let’s look at the pictures in 1c and describe them. S5: … S6: … S7: … T: Great

35、! Please match the parts of the sentences in 1c. (核對答案。) Step 4 Practice 第四步 練習(時間: 16分鐘) 練習2a和2b，了解餐桌禮儀并鞏固if/whether引導的賓語從句。要求學生掌握polite；理解impolite和noisily；了解slurp和elbow。 1. (師生討論。出示小黑板呈現(xiàn)“It’s polite / impolite to …”，為學習2a做準備。) T: In 1c, we know the children prepare for the food festival

36、very well. Besides that, what else do they need to prepare? Please discuss in groups, and then tell us. G1: We think they need to prepare dinner service.(教師幫助說出dinner service。) T: Good. Such as forks, spoons, chopsticks, plates, knives and so on. (教師出示圖片教學spoon, fork, chopstick，板書并要求學生掌握。)

37、 spoon n.匙，調羹 fork n.叉，餐叉 chopstick n.筷子 T: What else? G2: They also need to learn eating customs in different countries. T: Great! Now please look at the small blackboard, and then discuss whether it’s polite or impolite to eat in China in the following manners. (出示小黑板。) □ eat noisily.

38、□ speak loudly during a meal. It’s polite/impolite+to □ smoke during a meal. □ eat with your arms or elbows on the table. … T: Is it polite to eat noisily in China? S8: Yes. It’s polite. / No. It is impolite. … (學生討論完后，教師播放2a錄音。讓學生聽錄音，回答問題。完成2a。) T: Suppose we were traveling in Cuba, do yo

39、u know if it’s polite to eat noisily in Cuba? Listen to 2a and tell me the answer. (學生聽2a錄音。) T: Now, who can tell me? Ss: It’s impolite to eat noisily in Cuba. T: Good, what about in Japan? Ss: It’s polite to eat noisily in Japan. (板書) It’s impolite to eat noisily in Cuba. It’s polite to

40、 eat noisily in Japan. T: Great! Please listen to 2a again and follow it. Then practice the dialog in pairs. (學生分角色表演2a。) 2. (不同的國家有不同的飲食習慣。聽2b錄音，完成2b。) T: We know that the eating customs in Cuba are different from those in Japan. What are they like in America, France, Thailand and India? Do you

41、 want to know? OK, let’s listen to 2b and find out the answers. (放2b錄音。) T: Can you tell me if it’s polite to eat with your arms or elbows on the table in America? S9: Yes, I can. It’s not polite. T: And do you know whether or not it’s impolite to smoke during a meal in France? S10:Yes, I do. I

42、t’s not impolite. T: Well. Do you know whether they use knives in Thailand? S11: Yes, I do. They don’t use knives at all. T: I don’t know if there is any need for knives, forks or chopsticks in India. S12:No. There’s no need. (板書語法重點。) Can you tell me if it’s polite to eat with your arms or el

43、bows on the table in America? Do you know whether or not it’s impolite to smoke during a meal in France? Do you know whether they use knives in Thailand? I don’t know if there is any need for knives, forks or chopsticks in India. (教師提醒學生注意板書句子的結構，用彩筆畫出if/whether，讓學生觀察、比較，引導他們逐步探究if/whether引導的一般疑

44、問句的賓語從句的用法；并對上一話題所學過的陳述句的賓語從句的用法進行歸納。) 3. (再聽2b，學生跟讀，然后完成2b。) T: Please listen to 2b again and follow it, then match the pictures. (核對答案。) Step 5 Project 第五步 綜合探究活動(時間: 6分鐘) 分組討論我們國家的餐桌禮儀。 1. T: We have learned some useful table manners of different countries today. Do you know any table man

45、ners in our country? Please discuss the question in groups, and then I’ll ask one of you to report it to us. In China Polite Impolite (小組討論后，由一名學生在班上匯報討論結果。) Example: In China, it’s polite to … It’s impolite to… There is no need for… We use… 2. Homework: (1)(談論不同國家的餐桌禮儀。) (2)(

46、根據(jù)所學方法制作一個三明治或漢堡。) Section C Section C needs 1 period. Section C需用1課時。 The main activities are 1a and 3. 本課重點活動是1a和3。 Ⅰ.Aims and demands 目標要求 1. Learn some new words and phrases: table manners, eat up, drink to sb./sth., somebody 2. Go on learning object clauses: I want to know whether/if i

47、t is polite to point with chopsticks at people in China. 3. Talk about table manners for a formal western dinner party: Take your napkin and put it on your lap. When you start eating, you should keep the fork in your right hand. If you use your knife, then put the fork in your left hand. It’s p

48、olite to eat up the food on your plate, so don’t take more food than you need. You should speak quietly and smile a lot. When you drink to somebody, you’d better raise your glass and take only a sip. Remember not to drink too much. Ⅱ.Teaching aids 教具 錄像/幻燈片/小黑板/圖片/錄音機 Ⅲ.Five-finger Teaching Pl

49、an 五指教學方案 Step 1 Review 第一步 復習(時間: 6分鐘) 通過對Section B的復習，導入本課目標語言。 1. (結合whether和if引導的賓語從句，復習Section B所學的就餐習俗，用師生問答的形式導入本課目標語言：就餐文化。) T: We have learnt the eating customs in different countries in the last lesson. Let’s review them. I ask, and you answer, OK? (讓學生回答或討論。) T: Do you know if it

50、 is polite to eat soup noisily and finish all the rice in Japan? S1: I think it’s polite to … T: Could you tell me whether it is impolite or not to smoke during a meal in France? S2: I think it’s not impolite to … T: I wonder if it is polite to eat with your arms or elbows on the table in Americ

51、a. S3: I don’t think it’s polite to … … (讓學生暢談學習過的就餐習俗以及他們知道的就餐習俗知識，互幫互學，開闊視野，既檢查學生學習情況，又激發(fā)學生探究學習、自主學習的熱情。) T: What else do you know about the eating customs in different countries? S4: I think it is polite to … S5: I think it’s impolite to … 2. (導入本課目標語言。) (通過以上語言點的復習，教師及時給學生指出在以上練習的賓語從句中，i

52、t是形式主語，真正的主語是動詞不定式。) T: Just now we reviewed something about table manners. Do you want to know what is polite for a formal western dinner party? Let’s come to Section C. (導入下一步。) Step 2 Presentation 第二步 呈現(xiàn)(時間:11分鐘) 呈現(xiàn)本課1a。了解西餐禮儀。 1. (導入1a。) T: Suppose you would go to a formal western dinn

53、er party for the first time, but you don’t know their table manners. Do you want to get some advice? Ss: Of course! 2. (教師展示有關吃西餐的錄像/幻燈片/圖片等。) T: OK. I’ll show you some pictures about eating customs in western countries. 3. (教師用手勢、動作來演示西餐禮儀習俗。出示1a中的圖片，導入并讓學生了解生詞：napkin, sip。) napkin n.餐巾 sip n

54、.一小口 T: Please look at me carefully. I’ll show you some table manners. 4. (快速閱讀1a，然后完成1b，并核對答案。) T: Do you want to know more about western table manners? Ss: Yes. T: OK! Please read the passage quickly and then finish 1b. 5. (讓學生仔細閱讀1a，找出生詞，結合上下文猜測詞義。) T: Read 1a carefully. Find out the new w

55、ords and guess the meanings according to the passage. (板書、領讀并讓學生掌握：table manners, eat up, drink to sb./sth., somebody；理解manner和lap；了解formal。) formal adj.正式的 manner n.方式；舉止；態(tài)度 table manner 餐桌禮儀 lap n.膝部 eat up 吃光，吃完 drink to sb./sth. 為……干杯（或祝酒） somebody pron.某人；有人 6. (完成1a右圖餐具的名稱。) T: Now,

56、please choose the names in the passage to label the things in the picture. (讓學生準備2分鐘，然后核對答案。) 7. (讓學生聽短文1a，討論下列問題，并找出正確答案。) T: Please listen to 1a carefully, then discuss the following questions and find out the answers. (用小黑板出示問題。) Is it polite to eat up everything on your plate? Is it polite

57、 to take more food than you need? Is it polite to speak loudly at the table? Is it polite to drink too much during the dinner? Step 3 Consolidation 第三步 鞏固(時間: 10分鐘) 鞏固1a，完成2。 1. (讓學生再讀1a，注意餐桌禮儀，并復述課文。) T: Read 1a again, and pay attention to the table manners. Later on I’ll ask some of you to

58、 retell the passage. (在學生讀1a的時候，出示小黑板上的問題。) What should you do when you sit down at the table? What does the dinner start with? How should you keep the fork and knife when you start eating? Why can’t you take more food than you need? Can you speak loudly at the table? What should you do when

59、you drink to somebody? Can you drink too much during the dinner? (讓學生準備2分鐘，以黑板上的問題為線索理清思路。復述1a。) T: Now, who can try? The questions on the small blackboard may help you. S1: … S2: … … (教師對復述好的學生加以鼓勵。) T: Well done! / Good job! 2. (讓學生根據(jù)1a中的圖片和同伴談論西餐禮儀。) T: Well, talk to your partner about

60、how to start a formal western dinner with the things in the picture in 1a. You may begin like this: When you sit down at the table … (讓學生準備2分鐘。) T: Well, any volunteers? Be brave! Come to the front, please! S3: … S4: … … (給予學生鼓勵。) T: Excellent! / Well done! 3. (完成2。) T: Now, rea

61、d the sentences in 2 carefully, and try to get the main idea. (在聽錄音之前，讓學生熟悉一下題目，以降低難度。) T: Listen to the passage and mark True (T) or False (F). (根據(jù)需要，可以播放錄音1~2遍。最后核對答案。) T: OK. Let’s check the answers. Step 4 Practice 第四步 練習(時間: 8分鐘) 練習3，完成4。 1. (用賓語從句討論飲食習慣，練習3。) T: We have learned

62、 many eating customs. Please discuss eating customs in pairs, using object clauses. (選一名學生上來配合，給全班學生做個示范。) Example: T: I want to know whether/if it is impolite to smoke during a meal in France. S1: I think that it is not impolite to smoke during a meal in France. (讓學生兩人一組練習3，進一步理解并掌

63、握whether和if引導的賓語從句的用法。) S2: … S3: … … 2. (用小黑板出示問題。) T: Now, please read the questions on the small blackboard. Write down the sentences according to the example above, using “whether” or “if ”. Is it right to use the knife in the right hand, the fork in the left? Is it right to k

64、eep your knife and fork in hand until you finish eating? Is it right to drink from your soup bowl? Is it polite to leave the table during a meal? Is it polite to take everything that is passed to you? (讓學生準備3分鐘。) (讓兩名學生在黑板上寫句子，并對錯誤的句子給予更正。) T: Well, who would like to come to the front to wri

65、te down the sentences? S4: … S5: … T: OK, read the sentences together, please! 3. (全班學唱Pat a Cake。完成4。) Step 5 Project 第五步 綜合探究活動(時間: 10分鐘) 進一步掌握西餐禮儀。 1. (方案一) (找兩名學生到前面來，一名學生用英語講解餐桌禮儀，另一人表演餐桌禮儀的動作。) T: I’d like two of you to come to the front. One student tells us about the table

66、 manners while the other acts them out. (小黑板出示參考內容。) Tools: knife, fork, spoon, glass, plate, bowl, napkin How to start a formal western dinner: When you sit down at the table, take your napkin and put it on your lap. You should keep the knife in your right hand and the fork in your left. It’s polite to eat up everything on your plate. Don’t take more food than you need. Try to speak quietly and smile a lot. Never drink too much during a dinner. When you drink to someone, you’d better